Lesson Planning Workshop
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Lesson Planning Workshop

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A workshop for English teachers in Durango, Mexico

A workshop for English teachers in Durango, Mexico

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Lesson Planning Workshop Presentation Transcript

  • 1. Lesson Planning Alison L. Camacho English Language Fellow
  • 2. A Demonstration Lesson
    • Setting: 8th Grade Classroom, Durango, Mexico
    • Class Size: 40 Students
    • Previous Knowledge: The students have already studied the vocabulary and expressions for clothing.
    • What are you wearing?
  • 3. Back to Back Activity
    • Directions:
    • Stand up
    • Listen to the music and walk around the room
    • Look at your friends and study what they are wearing
    • When the music stops, stand back to back with the closest person and describe what they are wearing
    • Repeat
  • 4. Back to Back Expressions
    • A: I think you’re wearing blue jeans .
    • B: That’s right.
    • B: I think you’re wearing a red shirt and black pants.
    • A: No. Try again.
  • 5. Example Description
    • What is the woman wearing?
  • 6. Example Answer
    • The woman in this picture is wearing a tight, short, shiny, purple dress and high heel shoes. She is also carrying a silver purse. She is very beautiful.
  • 7. Example Description
    • What is the man wearing?
  • 8. Example Answer
    • The man in this picture is wearing a gray t-shirt under a green, long-sleeve shirt and blue jeans. He is very handsome.
  • 9. Your Turn
    • Group Activity:
    • Get into groups (4 students per group)
    • Choose a picture
    • Describe what the person in the picture is wearing on a sheet of paper
  • 10. Grouping Categories
    • Things you wear under your cloths
    • Things you wear in the winter when it’s cold
    • Things you wear on your feet
    • Jewelry
    • Things you wear to exercise
    • Things you wear to a fancy party
    • Things you wear to the office
    • Adjectives to describe clothing patterns
    • Everyday clothing
  • 11. Exchange Time
    • Now, exchange pictures and descriptions with another group. Try to guess which person that group is describing.
  • 12. Lesson Planning
    • Teacher Training Task #1: Work in groups and answer the questions on your handout
  • 13. The Elements of a Lesson Plan
    • Teacher Training Task #2: What do you think are the essential elements of a lesson plan? Look at the box on your handout. Which of the elements in the box would you use for teaching English?
  • 14. Lesson Plan Format: The Essential Elements
    • Goal(s)
    • Objectives (Terminal & Enabling)
    • Materials and Equipment
    • Procedures
    • Evaluation
    • Extra-Class Work
    • Brown, H. D. (2001). Teaching by principle: An interactive approach to language pedagogy. White Plains, NY: Addison Wesley Longman, Inc.
  • 15. Goal or Goals
    • “ The overall purpose or goal that you will attempt to accomplish by the end of the class period”
    • Generalized
    • A unifying theme
    • The lesson topic
    • Examples: “understanding telephone conversations” / “ understanding clothing vocabulary and phrases ”
    • Brown, H. D. (2001). Teaching by principle: An interactive approach to language pedagogy. White Plains, NY: Addison Wesley Longman, Inc.
  • 16. Objectives
    • “ what you want the students to gain from the lesson”
    • Terminal Lesson Objectives: final learning outcomes
    • Enabling Objectives: interim steps that build on each other and lead to a terminal objective
    • Brown, H. D. (2001). Teaching by principle: An interactive approach to language pedagogy. White Plains, NY: Addison Wesley Longman, Inc.
  • 17. Example Objectives
    • Terminal Objective: Students will successfully describe what people are wearing
    • Enabling Objectives:
    • 1) Students will review clothing vocabulary
    • 2) Students will produce appropriate forms for describing clothing
    • 3) Students will write descriptions of what people are wearing from magazine pictures
  • 18. Materials and Equipment
    • Why is it important to write this down?
    • Example from lesson:
    • Flashcards, CD, CD player, handouts, magazine pictures, white board markers
  • 19. Procedures
    • Usually a lesson consists of:
    • An opening statement or warm-up activity
    • A set of activities or techniques in which you have considered appropriate proportions of time for whole-class work, small-group and pair work, teacher talk, student talk
    • Closure
  • 20. Example Procedure
    • Opening / whole class activity: T introduced the topic to the Ss by asking them questions about what they are wearing and reviewing clothing vocabulary with flashcards (5 min.)
    • Whole class activity: T introduces expressions and directions for back to back activity (5 min.)
    • Pair work: back to back activity (10 min.)
    • Whole class activity: Example descriptions (5 min.)
    • Group Work: Magazine Pictures Activity (15 min.)
    • Closing: Whole class activity. Asking the groups to describe the pictures again. Asking the students if they got the answer right. (5 min.)
  • 21. Evaluation
    • “ Every lesson does NOT need to end with a quiz or a test”
    • “ Evaluation can take place in the course of ‘regular’ classroom activity”
    • “ Some forms of evaluation may have to wait a day or two until certain abilities have had a chance to build”
    • Brown, H. D. (2001). Teaching by principle: An interactive approach to language pedagogy. White Plains, NY: Addison Wesley Longman, Inc.
  • 22. Extra-Class Work
    • Homework needs to be planned carefully
    • Homework needs to be communicated clearly to the students
    • Brown, H. D. (2001). Teaching by principle: An interactive approach to language pedagogy. White Plains, NY: Addison Wesley Longman, Inc.
  • 23. Varying Lesson Components: Some Guidelines
    • Put harder tasks earlier
    • Have quieter activities before lively ones
    • Think about transitions
    • Pull the class together at the beginning and at the end
    • End on a positive note
    • Ur, P. (1991). A Course in Language Teaching: Practice and Theory. Cambridge, UK: Cambridge University Press.
  • 24. Hints for Lesson Management
    • Prepare more than you need
    • Note which components of the lesson you will sacrifice in case you run out of time
    • Keep a watch or clock easily visible
    • Explain homework early on and give a quick reminder about it at the end
    • When doing group work, give instructions and make sure these are understood before dividing up (same with handing out materials)
    • Ur, P. (1991). A Course in Language Teaching: Practice and Theory. Cambridge, UK: Cambridge University Press.
  • 25. Different Teachers’ Opinions
    • Teacher Training Task #3: Read some teachers’ opinions about lesson planning. Read them and decide whose opinion you share and which type of lesson plans you would like to make yourself. Discuss with your group members.
  • 26. Share With Others
    • Teacher Training Task #4: Discussion Questions (pair work):
    • How long before a specific lesson do you prepare it?
    • Do you write down lesson notes to guide you? Or do you rely on a lesson format provided by another teacher, the coursebook, or a Teacher’s Book?
    • Are your notes brief (a single page or less) or long (more than one page)?
    • What do your lesson notes consist of?
    • Do you actually look at your notes during the lesson?
    • What do you do with your lesson notes after the lesson?
    • Ur, P. (1991). A Course in Language Teaching: Practice and Theory. Cambridge, UK: Cambridge University Press.
  • 27. Closing: A Story
    • Teachable Moments